Prepared by JAY CADACIOLET REVIEWER JULY 2014 : PRINCIPLES AND
STRATEGIES OF TEACHINGFor effective classroom management, when
should the teacher undertake the task of setting up routing
activities?1. every homeroom day
2. everyday at the start of the session
3. as soon as the students have adjusted to their schedules
4. On the very first day of school
The laboratory method is an example of a process approach
because:1. The teacher has to provide all the materials for the
activity.
2. The students directly experience the learning process
3. The students are required to follow a series of goal-oriented
steps.
4. There is always a product produced at the end of the
period.
During recitation, the teacher should not:a. correct her
students grammatical and pronunciation errors.b. make fun of her
student mistakesc. discourage answers in classd. Let another
teacher substitute for her that day
I want to teach concepts, patterns and abstractions. Which
method is most appropriate?a. indirect instruction
b. discovery
c. direct instruction
d. problem solving
Why should a teacher not use direct instruction all the time?a.
It requires much time.
b. It requires use of many supplementary materials
c. It is generally effective only in the teaching of concepts
and abstractions
d. It reduces student's engagement in learning.
In the traditional method of teaching, the classroom teacher was
the sole transmitter of knowledge. In the modern method, the
teacher serves as the :a. Facilitator of knowledgeb. surrogate
parentc.friend to the pupilsd. defender of children's rights
If the teacher does not know anything about the lesson she
should:a. resign because she has no business being a teacher.b. try
to look up information about the topicc. bluff her way outd. let
another teacher substitute for her that day
The laboratory method is an example of a process approach
because:a. The teacher has to provide all the materials for the
activity.b. The students directly experience the learning processc.
The students are required to follow a series of goal-oriented
steps.d.There is always a product produced at the end of the
period.
During recitation, teacher should be reminded that....a.
practice makes perfect
b. promoting should never be allowed
c. emphasis must be given to grammar more than the content of
the students answer.
d. Only the answer of the brighter students should be
considered
Which of these techniques is being featured teacher A encourages
her students to participate actively in class discussion by making
them answer questions allow student to call on one another recite
and wait for their turn to ask or answer?1. socialize
recitation
2. graded recitation
3. open forum
4. panel discussion
The social studies teacher plans to present a political
situation that is very close to reality particularly the role of
mayor and counselor or a barangay captain. What strategy is the
most appropriate?a. Lecture
b. Discussion
c. Reporting
d. Simulation
What encourages the child to think, rationalize and make proper
decisions?a. drillb. Appreciation lessonc. Memorizationd. Problem-
oriented strategies2. The following except one are the factors that
determine the choice of a method. Which is the exception?a. nature
of the learnersb. school equipment and facilitiesc. educational
background of the teacherd. Subject matter3. How well a teacher
tells a story depends on:a. Techniques c. the method usedb. the
plot d. classroom4. Which of the following statements is correct?a.
Method is synonymous with techniqueb. A device is a teaching
methodc. Method can be standardizedd. There is no single best
method5. When a teacher reviews a lesson, she is utilizing the law
of:a. Readiness c. effectb. exercise d. multiple response6. In
which situation is the law of readiness best applied?a. The teacher
gives the aims of the lessons to be taken upb. The teacher
announces he subject matter at the start of the periodc. The
teacher waits or the children to be ready before teaching her
lessond. The teacher presents a song, related to the lesson7. Which
of the glowing is not an in the inductive methoda. To delay
judgments until truth is givenb. To enable pupils discover
important truths for themselves.c. To help student/pupil to carry
out an investigation by themselves independent of the teacherd. To
make relationship of ideas clear to pupils 8. In the inductive
method, what does the child do during the comparison and
abstraction step?a. Recalls information and directs himself to the
activities to be accomplishedb. Perceives the common element
present in the cases givenc. Applies the principles learned to
other problems or exercisesd. Draw conclusion in his own words9.
The deductive method uses the following steps:a. statement of the
problem, generalization, inference, verificationb. statement of the
problem, inference , generalization, verificationc. inference,
statement of the problem, generalization, verificationd. inference,
statement of the problem, verification, generalization10. In
reality, the type of study method is:a. an inductive procedureb. a
deductive procedurec. a traditional methodd. a question and answer
methodWhich one will most likely increase student participation?1.
Feeling or emotions are not permitted in the classroom
2. The group leader allows quiet members to remain silent.
3. The teacher models good listening habit.
4. Repeat directions over and over until everyone listens
Which is the best indicator of a well-managed class?1. The
listener pursue their tasks without inhibition
2. THe learners are controlled by the teacher
3. The learners blindly obey teacher's instructions
4. THe learners are earnestly engaged in an activity that leads
them to realize the stated goal
Which of the following teacher behaviors may not enhance the
development of high level thinking skill?1. encouraging credibility
as criterion
2. asking convergent questions
3. making students aware of their mental process
4. Teaching for meaning
For effective classroom management, when should the teacher
undertake the task of setting up routing activities?1. every
homeroom day
2. everyday at the start of the session
3. as soon as the students have adjusted to their schedules
4. On the very first day of school
Which is the ultimate aim of classroom management?1. To remove
the physical conditions in the room that distracts children's
attention
2. To set up conditions that brings about effective teaching and
learning.
3. To secure conforminty to rules with ease
4. To make children realize that they cannot doe everything they
want
Which does not fall under extrapolation?1. inferring
2. predicting
3. concluding
4. observing
LET Reviewer in Professional Education - Philosophical
Foundation of Education
ORIGINAL PHILOSOPHY
School of Thought REALISM
Thinkers: Aristotle Harris Broudy John Locke John Comenius
Johann Henrich Pestalozzi Jean Jacques Rosseu
Assumptions Reality is what we observe. Experience exists only
in the physical world. Mind is like a mirror receiving images only
from the physical world. Nature is a primary self-evident reality,
a starting point in philosophizing. Investigating and reasoning are
important in any effective adjustment to the real world in the
control of experience.
Role of Teachers Help develop initiative and ability to control
experiences. Help realize that they can enter into the meaning of
their experiences The students would be taught factual information
for mastery.
Models/Strategies The use of Scientific Methods Defining the
problem Observing factors related to problem Hypothesizing Testing
the hypothesis
Educational Aim Gives direction and form to individuals basic
potentialities. Determines the direction of the individuals
inherited tendencies. Provide an education that could produce a
good individual and a good society by meeting 4 principal need of
an individual. Aptitude needs Self-determination needs
Self-realization needs. Self-integration needs
Curriculum Emphasis Study habits Research skills Library skills
Evaluation Observation Experimentation Analytical and critical
thinking
School of Thought IDEALISM
Thinkers: Plato Socrates Rene Decartes
Assumptions Emphasize the importance of mind, soul and spirit.
Believes in refined wisdom. Based on the view that reality is a
world within a persons mind. Schools exist to sharpen the mind and
intellectual processes. One of the oldest school of thoughts with
its origin traced back to Platos ideas.
Role of Teachers Transmitter of knowledge Chief source of
inspiration Creator of educational environment
(teacher-centered).
Models/Strategies Lecture-Discussion Method Excursion Question
Method Project Method
Educational Aim To develop the individual spiritually, mentally,
and morally.
Curriculum Emphasis Subject Matter of mind: literature history
philosophy mathematics arts
School of Thought PRAGMATISM / EXPERIMENTALISM / EMPERICISM
Thinkers: John Dewey Charles Sanders Peirce William James
Richard Rorty
Assumptions Conservative philosophy Primarily an American
philosophy. Focuses on reflective thinking. The knowledge process,
the relationship of ideas into action. Encourages people to find
processes that work in order to attain desired goals. Makes use of
experience as a source of knowledge
Role of Teachers Keeps order in the class Facilitates group work
Encourages and offers suggestions, questions and help in planning
Curriculum planner.
Models/Strategies Experimental Methods Statement of the problem
Hypothesizing Investigating or data gathering Testing hypothesis
Forming conclusions Creative and constructive projects Field trips
Laboratory work Activity-centered Student-centered activities
Educational Aim For social efficiency. Train the students to
continuously and actively quest for information and production of
new ideas needed to adjust to the ever-changing society.
Curriculum Emphasis Creation of new social order Integrated and
based on the problem of society (NCBTS based). Subjects are
interdisciplinary.
TRADITIONAL/CONSERVATIVE PHILOSOPHY
School of Thought PERENNIALISM
Thinkers: Robert Maynard Hutchins Mortimer Jerome Adler Jacques
Maritain
Assumptions Most Conservative philosophy Education focuses on
developing rationality. Education is preparation for life, and the
students should be taught of the worlds permanencies through
structured studies. Truths are constant and universal. Students
must acquire knowledge of unchanging principles.
Role of Teachers Known Master of Discipline. Source of knowledge
(teacher-centered).
Models/Strategies Subject-centered. Methods of disciplining the
mind through reading and discussion Memorization to develop
mastery.
Educational Aim To develop power of thought, internalize truths
that are universal and constant.
Curriculum Emphasis Great ideas or universal principles. Focused
on arts and sciences.
School of Thought ESSENTIALISM / TRADITIONALISM /
CONSERVATISM
Thinkers: Plato Karl Popper John Stuart Mill William Bagley
Assumptions Assumes that values are embedded in the universe
waiting to be discovered and understood. Learning is relatively
static, since there is only one way to understand the world that is
already written in the book (textbook approach to learning). Study
of knowledge and skills based on the book is imperative to become
productive member of the society.
Role of Teachers Base the lesson to the book. Prepare
well-organized lesson to prove that he is an authority of
instruction.
Models/Strategies Deductive method Drill method Recitation
Memorization
Educational Aim Provide sound training of the fundamental
skills. Develop individual to perform justly, skillfully and
magnanimously.
Curriculum Emphasis Emphasis on essential skills in reading,
writing and counting. Hard sciences and vocational
courses.CONTEMPORARY PHILOSOPHY
School of Thought PROGRESSIVISM
Thinkers: William Heard Kilpatrick John Dewey
Assumptions Exactly opposite of perennialism. Assumes that the
world changes. Learner must be taught to be independent,
self-reliant thinker, learn to discipline himself, be responsible
for the consequences of his actions. Emphasize on the concept of
progress which asserts that human beings are capable of improving
and perfecting their environment. Curriculum must be derived from
the needs and interests of the students.
Role of Teachers Acts as a resource person Guide or facilitator
of learning (student-centered). Teaches students how to learn and
become active problem solvers. Teachers provide experiences that
will make students active and not passive.
Models/Strategies Cooperative learning strategies. Reflective
strategies Problem solving strategies.
Educational Aim To provide the learner the necessary skills to
be able to interact with his ever changing environment.
Curriculum Emphasis Activity and experience centered on life
functions.
School of Thought EXISTENTIALISM / EXPERIMENTALISM
Thinkers: Soren Aabye Kierkegaard Jean-Paul Sartre
Assumptions Man has no fixed nature and he shapes his being as
he lives. Man exists of his own choice. Reality is what you
experience. School exists to discover and expand society we live
in. Students study social experiments and solve problems. Existence
precedes essence.
Role of Teachers Good provider of experiences. Effective
questioner. Mental disciplinarian. Creates an atmosphere for active
interaction. Discuss the different situations based on each
individual experiences.
Models/Strategies Inquiry Approach Question-Answer Method
Educational Aim To train an individual for significant and
meaningful existence.
Curriculum Emphasis Subject-centered. Arts for aesthetic
expression Humanities for ethical values.
School of Thought RECONSTRUCTIONALISM
Thinkers: Theodore Brameld George Sylvester Counts Paulo Reglus
Neves Freire Ivan Illich
Assumptions Man to a significant degree plan and control his
society. Society is in need of constant reconstruction. Social
change involves a reconstruction of education and the use of
education in reconstructing society. Mankind has the intellectual,
technological, and moral potential to create a world civilization
of abundance, health and human capacity.
Role of Teachers Lead the learners in designing programs for
social, educational, practical and economic change. Primary agent
of social change. Initiates lively discussions on controversial
issues, political and educational. Enables the learners to
critically examine their cultural heritage.
Models/Strategies Community-based projects Problem-oriented
method
Educational Aim Education is based on the quest for better
society. Education enlivens the students awareness of different
societal problems.
Curriculum Emphasis Stresses learning that enable the individual
to live in a global milieu. Controversial national and
international issues. Emphasis on social sciences and social
research methods; examination of social, economic and political
problems. Focused on present and future trends
Seven Philosophies of Education1. Essentialism Why Teach this
philosophy contends that teachers teach for learners to acquire
basic knowledge, skills and values. Teachers teach not to radically
reshape society but rather to transmit the traditional moral values
and intellectual knowledge that students need to become model
citizen. What to Teach? Essentialist program are academically
rigorous. The emphasis is on academic content for student to learn
the basic skill or the fundamental rs reading, riting, rithmetic,
right conduct as these are essential to the acquisition of higher
or morecomplex skills needed in preparation for adult life. The
essentialist curriculum includes the traditional disciplines such
as math, natural science, history, foreign language, and
literature. Essentialist frown upon vocational courses. Or other
courses with watered down academic content. The teachers and
administrator decide what is most important for the student to
learn and place little emphasis on student interests, particularly
when they divert time and attention from the academic curriculum.
How to Teach Essentialist teachers emphasize mastery of subject
matter. They are expected to be intellectual and moral models of
their students. They are seen as fountain of information and as
Paragon of virtue, if ever there is such a person, to gain mastery
of basic skills, teachers have to observe core requirements, longer
school day, a longer academic year
2. Progressivism Why Teach progressivist teachers teach to
develop learners into becoming enlightened and intelligent citizens
of a democratic society. This group of teachers teaches learners so
they may live life fully NOW not to prepare them for adult life.
What to teach the progressivists are identified with need based and
relevant curriculum. This is a curriculum that responds to students
needs and that relates to students personal lives and
experiences.Progressivists accept the impermanence of life and
inevitability of change. For the progressivists , everything else
changes. Change is the only thing that does not change. Hence,
progressivists teachers are more concerned with teaching facts or
bits of information that are true today but become obsolete
tomorrow, they would rather focus their teaching on the teaching of
skills or processes in gathering and evaluating information and in
problem solving. The subjects that are given emphasis in
progressivists schools are the natural and Social sciences.
Teachers expose students to many new scientific, technological, and
social development, reflecting the progressivists otion that
progress and change are fundamental.
3. Perennialism Why Teach We are all rational animals. Schools
should, therefore, develop the students rational and moral powers.
According to Aristotle, if we neglect the students reasoning
skills, we deprive them of the ability to use their higher
faculties to control their passions and appetites. What to Teach
the Perennialist curriculum is a universal one on the view that all
human beings possess the same essential nature. It is heavy on the
humanities, on general education. It is not a specialist curriculum
but rather a general one. There is less emphasis on vocational and
technical education. Philosopher Mortimer Adler claims that the
Great Books of ancient and medieval as well as modern times are a
repository of knowledge and wisdom, a tradition of culture which
must initiate each generation. What the Perennialist teachers teach
are lifted from the Great Books. How to Teach the Perennialist
classroom are centered around Teacher. The teachers do not allow
the students interest or experiences to substantially dictate what
they teach. They apply whatever creative techniques and other tried
and true methods which are believed to be most conducive to
disciplining the students minds. Stuents engaged in Socratic
dialogues, or mutual inquiry sessions to develop an understanding
of historys most timeless concepts.4. Existentialism Why Teach the
main concern of the existentialists is to help students understand
and appreciate themselves as unique individuals who accept complete
responsibility for their thoughts, feelings and actions Since
existence precedes essence the existentialist teachers role is to
help students define their own essence by exposing them to various
paths they take in life and by creating an environment in which
they freely choose their own preferred way. Since feeling is not
divorced from reason in decision making, the existentialist demands
the education of the whole person, not just the mind.
What to Teach In an existentialist curriculum, students are
given a wide variety of options from which to choose. Students are
afforded great latitude in their choice of subject matter. The
humanities, however are given tremendous emphasis to provide
students with vicarious experiences that will help unleash their
own creativity and self-expression. For example, rather than
emphasizing historical events, existentialist focus upon the
actions of historical individuals, each of whom provide possible
models for the students own behaviour. How to Teach existentialist
methods focus on the individual. Learning is self-paced,
self-directed. It includes a great deal of individual contact with
the teacher, who relates to each student openly and honestly. To
help students known themselves and their place in society, teachers
employ values clarification strategy. In the use of such strategy,
teachers remain non-judgmental and take care not to impose their
values on their students since values are persona.
5. BehaviorismWhy Teach Behaviorist school are concerned with
the modification and shaping of students behaviour by providing for
a favourable environment, since they believe that they are a
product of their environment. They are after students who exhibit
desirable behaviour in society. What to Teach Because behaviourists
look at people and other animals as complex combinations of matter
that act only in response to internally or externally generated
physical stimuli, behaviourist teachers teach students to respond
favourably to various stimuli in the environment.
How to Teach behaviourists teachers ought to arrange
environmental conditions so that students can make the responses to
stimuli. Physical variables like light, temperature, arrangement of
furniture, size and quantity of visual aids have to be controlled
to get the desired responses from the learners. Teachers ought to
make the stimuli clear and interesting to capture and hold the
learners attention. They ought to provide appropriate incentives to
reinforce positive responses and weaken or eliminate negatives
ones. (Trespeces, 1995)
6. Linguistic Philosophy Why Teach to develop the communication
skills of the learner because the ability to articulate, to voice
out the meaning and values of things that one obtains from his/her
experiences of life and the world is the very essence of man. It is
through his/her ability to express himself/herself clearly, to get
his/her ideas across, to make known to others the values that
he/she has imbibed, the beauty that he/she has seen, the ugliness
that he rejects and the truth that he/she has discovered. Teachers
in the learner the skill to send messages clearly and receive
messages correctly. What to Teach Learners should be taught to
communicate clearly how to send clear concise messages and how to
receive and correctly understand messages sent. Communication takes
place in three (3) ways verbal nonverbal, and paraverbal. Verbal
component refers to the content of our message, the choice and
arrangement of our words. This can be oral or written. Nonverbal
component refers